physics y12 sy

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Syllabus

Cambridge International A & AS Level PhysicsSyllabus code 9702

For examination in June and November 2012


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Contents

Cambridge International A & AS Level Physics

Syllabus code 9702

1. Introduction ..................................................................................... 21.1 Why choose Cambridge?

1.2 Why choose Cambridge International A & AS Level Physics?

1.3 Cambridge Advanced International Certificate of Education (AICE)

1.4 How can I find out more?

2. Assessment at a glance .................................................................. 5

3. Syllabus aims and objectives ...........................................................83.1 Aims

3.2 Assessment objectives3.3 Weighting of assessment objectives

3.4 Additional information

4. Syllabus content ............................................................................ 124.1 Structure of the syllabus

4.2 Subject content

5 Practical assessment ..................................................................... 435.1 Introduction

5.2 Paper 31/Paper 325.3 Paper 5

6. Appendix ....................................................................................... 566.1 Safety in the laboratory

6.2 Mathematical requirements

6.3 Glossary of terms used in Physics papers

6.4 Summary of key quantities, symbols and units

6.5 Data and formulae

6.6 Resource list

6.7 IT usage in A Level Physics

UCLES 2009

Cambridge International A & AS Level Physics 9702. Examination in June and November 2012.


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7. Additional information.................................................................... 72

7.1 Guided learning hours7.2 Recommended prior learning

7.3 Progression

7.4 Component codes

7.5 Grading and reporting

7.6 Resources

Alterations to the syllabus content are indicated by black vertical lines on both sides of the text.


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1. Introduction

1.1 Why choose Cambridge?University of Cambridge International Examinations (CIE) is the worlds largest provider of international

qualifications. Around 1.5 million students from 150 countries enter Cambridge examinations every year.

What makes educators around the world choose Cambridge?

Recognition

A Cambridge International A or AS Level is recognised around the world by schools, universities andemployers. The qualifications are accepted as proof of academic ability for entry to universities worldwide,

though some courses do require specific subjects. Cambridge International A Levels typically take two

years to complete and offer a flexible course of study that gives students the freedom to select subjects

that are right for them. Cambridge International AS Levels often represent the first half of an A Level

course but may also be taken as a freestanding qualification. They are accepted in all UK universities and

carry half the weighting of an A Level. University course credit and advanced standing is often available

for Cambridge International A/AS Levels in countries such as the USA and Canada. Learn more at

www.cie.org.uk/recognition.

SupportCIE provides a world-class support service for teachers and exams officers. We offer a wide range of

teacher materials to Centres, plus teacher training (online and face-to-face) and student support materials.

Exams officers can trust in reliable, efficient administration of exams entry and excellent, personal support

from CIE Customer Services. Learn more at www.cie.org.uk/teachers.

Excellence in educationCambridge qualifications develop successful students. They not only build understanding and knowledge

required for progression, but also learning and thinking skills that help students become independent

learners and equip them for life.

Not-for-profit, part of the University of CambridgeCIE is part of Cambridge Assessment, a not-for-profit organisation and part of the University of Cambridge.

The needs of teachers and learners are at the core of what we do. CIE invests constantly in improving its

qualifications and services. We draw upon educational research in developing our qualifications.

.
http://www.cie.org.uk/recognitionhttp://www.cie.org.uk/recognitionhttp://www.cie.org.uk/teachershttp://www.cie.org.uk/teachershttp://www.cie.org.uk/teachershttp://www.cie.org.uk/recognition


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1. Introduction

1.2 Why choose Cambridge International

A & AS Level Physics?Cambridge International A & AS Level Physics qualifications are accepted by universities and employers as

proof of essential knowledge and ability.

This syllabus is designed:

to give a thorough introduction to the study of Physics and scientific methods

to develop skills and abilities that are relevant to the safe practice of science and to everyday life:

concern for accuracy and precision, objectivity, integrity, the skills of enquiry, initiative and inventiveness

to emphasise the understanding and application of scientific concepts and principles, rather than the

recall of factual material

to enable candidates to become confident citizens in a technological world and to take an informed

interest in matters of scientific importance

to promote the use of IT as an aid to experiments and as a tool for the interpretation of experimental and

theoretical results.

Physics is one of a number of science syllabuses that CIE offers for details of other syllabuses at IGCSE,

O Level and A & AS Level visit the CIE website at www.cie.org.uk.

1.3 Cambridge Advanced International Certificate of

Education (AICE)Cambridge AICE is the group award of Cambridge International Advanced Supplementary Level and

Advanced Level (AS Level and A Level).

Cambridge AICE involves the selection of subjects from three curriculum areas Mathematics and Science;

Languages; Arts and Humanities.

An A Level counts as a double-credit qualification and an AS Level as a single-credit qualification within the

Cambridge AICE award framework. Half-credits are also available in English Language and Literature in

English and may be combined to obtain the equivalent of a single credit.

To be considered for an AICE Diploma, a candidate must earn the equivalent of six credits by passing a

combination of examinations at either double credit or single credit, with at least one course coming from

each of the three curriculum areas.
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1. Introduction

The examinations are administered in May/June and October/November sessions each year. A candidate

working towards the Cambridge AICE Diploma may use up to three sessions to take the equivalent of six

credits as long as they are taken within a 13-month period.

Physics (9702) falls into Group A, Mathematics and Sciences.

Learn more about AICE at http://www.cie.org.uk/qualifications/academic/uppersec/aice.

1.4 How can I find out more?

If you are already a Cambridge CentreYou can make entries for this qualification through your usual channels, e.g. CIE Direct.

If you have any queries, please contact us at [email protected] .

If you are not a Cambridge Centre

You can find out how your organisation can become a Cambridge Centre.Email us at [email protected] .

Learn more about the benefits of becoming a Cambridge Centre at www.cie.org.uk.
http://www.cie.org.uk/qualifications/academic/uppersec/aicehttp://www.cie.org.uk/qualifications/academic/uppersec/aicemailto:[email protected]:[email protected]:[email protected]:[email protected]://www.cie.org.uk/http://www.cie.org.uk/http://www.cie.org.uk/mailto:[email protected]:[email protected]://www.cie.org.uk/qualifications/academic/uppersec/aice


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2. Assessment at a glance

Cambridge International A & AS Level Physics

Syllabus code 9702 Candidates for Advanced Subsidiary (AS) certification will take Papers 1, 2 and either 31 or 32 in a single

examination session.

Candidates who, having received AS certification, wish to continue their studies to the full Advanced

Level qualification may carry their AS marks forward and take just Papers 4 and 5 in the examinationsession in which they require certification.

Candidates taking the complete Advanced Level qualification at the end of the course take all five papers

in a single examination session.

Candidates may not enter for single papers either on the first occasion or for re-sit purposes.

Candidates may only enter for the papers in the combinations indicated above.

Paper Type of Paper Duration Marks Weighting

AS Level A Level

1 Multiple Choice 1 hour 40 31% 15%

2 AS Structured Questions 1 hour 60 46% 23%

31/32 Advanced Practical Skills 2 hours 40 23% 12%

4 A2 Structured Questions 2 hours 100 38%

5 Planning, Analysis and

Evaluation

1 hour 15 min 30 12%

Paper 1The paper will consist of 40 questions, all of the direct choice type with four options. All questions will be

based on the AS syllabus. Candidates will answer all questions.

Paper 2This paper will consist of a variable number of structured questions of variable mark value. All questions will

be based on the AS syllabus. Candidates will answer all questions. Candidates will answer on the question

paper.


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Paper 31/Paper 32In some examination sessions, two versions of the Advanced Practical Skills paper will be available,

identified as Paper 31 and Paper 32. In other sessions, only Paper 31 will be available. Paper 31 and

Paper 32 will be equivalent and each candidate will be required to take only one of them. This is to allow

large Centres to split candidates into two groups: one group will take Paper 31; the other group will take

Paper 32. Each of these papers will be timetabled on a different day.

Each paper will consist of two experiments drawn from different areas of Physics. Candidates will beallowed to use the apparatus for each experiment for a maximum of 1 hour. The examiners will not be

restricted by the subject content. Candidates will answer all questions. Candidates will answer on the

question paper.

See the Practical Assessment section of the syllabus for full details.

Paper 4This paper will consist of two sections:

Section A (70 marks) will consist of questions based on the A2 core, but may include material first

encountered in the AS syllabus.

Section B (30 marks) will consist of questions based on Applications of Physics, but may include

material first encountered in the core (AS and A2) syllabus.

Both sections will consist of a variable number of structured questions of variable mark value. Candidates

will answer all questions. Candidates will answer on the question paper.

Paper 5This paper will consist of two questions of equal mark value based on the practical skills of planning, analysis

and evaluation. The examiners will not be restricted by the subject content. Candidates will answer all

questions. Candidates will answer on the question paper.


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AvailabilityThis syllabus is examined in the May/June examination session and the October/November examination

session.

This syllabus is available to private candidates. However it is expected that private candidates learn in an

environment where practical work is an integral part of the course. Candidates will not be able to perform

well in this assessment or successfully progress to further study without this necessary and important

aspect of science education.

Centres in the UK that receive government funding are advised to consult the CIE website www.cie.org.uk

for the latest information before beginning to teach this syllabus.

Combining this with other syllabusesCandidates can combine this syllabus in an examination session with any other CIE syllabus, except:

syllabuses with the same title at the same level

8780 AS Level Physical Science.
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3. Syllabus aims and objectives

3.1 AimsThese are not listed in order of priority. The aims of a course based on this syllabus should be to:

1. provide, through well-designed studies of experimental and practical science, a worthwhile educational

experience for all students, whether or not they go on to study science beyond this level and, in

particular, to enable them to acquire sufficient understanding and knowledge to

1.1 become confident citizens in a technological world and be able to take or develop an informed

interest in scientific matters

1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in

other disciplines and in everyday life

1.3 be suitably prepared for studies beyond A Level in Physics, in Engineering or in Physics-dependent

vocational courses.

2. develop abilities and skills that

2.1 are relevant to the study and practice of science

2.2 are useful in everyday life

2.3 encourage efficient and safe practice

2.4 encourage effective communication.

3. develop attitudes relevant to science such as

3.1 concern for accuracy and precision

3.2 objectivity

3.3 integrity

3.4 the skills of enquiry

3.5 initiative

3.6 inventiveness.

4. stimulate interest in, and care for, the environment in relation to the environmental impact of Physics

and its applications.

5. promote an awareness

5.1 that the study and practice of Physics are co-operative and cumulative activities, and are subject to

social, economic, technological, ethical and cultural influences and limitations

5.2 that the implications of Physics may be both beneficial and detrimental to the individual, the

community and the environment

5.3 of the importance of the use of IT for communication, as an aid to experiments and as a tool for the

interpretation of experimental and theoretical results.

6. stimulate students and create a sustained interest in Physics so that the study of the subject is enjoyable

and satisfying.


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3.2 Assessment objectivesThe assessment objectives listed below reflect those parts of the Aims that will be assessed in the

examination.

A Knowledge with understandingCandidates should be able to demonstrate knowledge and understanding of:

1. scientific phenomena, facts, laws, definitions, concepts and theories

2. scientific vocabulary, terminology and conventions (including symbols, quantities and units)

3. scientific instruments and apparatus, including techniques of operation and aspects of safety

4. scientific quantities and their determination

5. scientific and technological applications with their social, economic and environmental implications.

The syllabus content defines the factual knowledge that candidates may be required to recall and explain.

Questions testing these objectives will often begin with one of the following words: define, state, describe,

or explain (see Glossary of terms).

B Handling, applying and evaluating informationCandidates should be able (in words or by using symbolic, graphical and numerical forms of presentation) to:

1. locate, select, organise and present information from a variety of sources

2. translate information from one form to another

3. manipulate numerical and other data

4. use information to identify patterns, report trends, draw inferences and report conclusions

5. present reasoned explanations for phenomena, patterns and relationships

6. make predictions and put forward hypotheses

7. apply knowledge, including principles, to new situations

8. evaluate information and hypotheses

9. demonstrate an awareness of the limitations of physical theories and models.

These assessment objectives cannot be precisely specified in the syllabus content because questions

testing such skills may be based on information that is unfamiliar to the candidate. In answering such

questions, candidates are required to use principles and concepts that are within the syllabus and apply

them in a logical, reasoned or deductive manner to a new situation. Questions testing these objectives will

often begin with one of the following words: predict, suggest, deduce, calculateor determine(see Glossary

of terms).


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C Experimental skills and investigationsCandidates should be able to:

1. follow a detailed set or sequence of instructions and use techniques, apparatus and materials safely and

effectively

2. make observations and measurements with due regard for precision and accuracy

3. interpret and evaluate observations and experimental data

4. identify a problem; design and plan investigations; evaluate methods and techniques; suggest possibleimprovement

5. record observations, measurements, methods and techniques with due regard for precision, accuracy

and units.

3.3 Weighting of assessment objectivesThe table below gives a general idea of the allocation of marks to the assessment objectives, though the

balance on each paper may vary slightly.

Assessment objective Weighting

(%)

Assessment components

A: Knowledge with understanding 37 Papers 1, 2 and 4

B: Handling information and solving problems 40 Papers 1, 2 and 4

C: Experimental skills and investigations 23 Papers 31/32 and 5

Teachers should note that there is a greater weighting of 63% for skills (including handling information,

solving problems, practical, experimental and investigative skills) compared to the 37% for knowledge

and understanding. Teachers schemes of work and the sequence of learning activities should reflect this

balance so that the aims of the syllabus are met and the candidates prepared for the assessment.


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3.4 Additional informationSymbols, signs and abbreviations used in examination papers will follow the recommendations made in the

ASE publication Signs, Symbols and Systematics(2000).

In accordance with current ASE convention, decimal markers in examination papers will be a single dot on

the line. Candidates are expected to follow this convention in their answers.

The units kW h, atmosphere, eV and unified atomic mass unit (u) may be used in examination papers

without further explanation.


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4. Syllabus content

4.1 Structure of the syllabus

The subject content of the syllabus is divided into:

AS and A2 Core (sections IVI)

Applications of Physics (section VII).

The table below shows which parts of the syllabus contain AS material and/or A2 material.

Section AS A2

I General Physics 1. Physical quantities and units

2. Measurement techniques

II Newtonian mechanics 3. Kinematics

4. Dynamics

5. Forces

6. Work, energy, power

7. Motion in a circle

8. Gravitational field

III Matter 9. Phases of matter

10. Deformation of solids

11. Ideal gases

12. Temperature

13. Thermal properties of materials

IV Oscillations and waves 14. Oscillations

15. Waves

16. Superposition

V Electricity and magnetism 17. Electric fields

18. Capacitance

19. Current of electricity

20. D.C. circuits

21. Magnetic fields

22. Electromagnetism

23. Electromagnetic induction

24. Alternating currents

VI Modern Physics 25. Charged particles

26. Quantum physics

27. Nuclear physics

VII Gathering and communicating

information

28. Direct sensing

29. Remote sensing

30. Communicating information


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4. Syllabus content

4.2 Subject contentTeachers should incorporate the social, environmental, economic and technological aspects of Physics,

wherever possible, throughout the syllabus (see Aims 4 and 5). Some examples are included in the

syllabus and candidates should be encouraged to apply the principles of these examples to other situations

introduced in the course. Further examples have not been included in the syllabus, as this would merely

increase the amount of factual recall required.

The A2 parts of the syllabus, which will be examined only in the full Advanced Level qualification, are

indicated in bold type throughout the subject content.

The Applications of Physics section occupies about 12% of the full Advanced Level course. A separate

booklet covering this section is available from CIE Publications.

Aim 5.3 emphasises the importance of Information technology (IT) in this Physics course. Candidates

should make full use of IT techniques in their practical work. Teachers may also use IT in demonstrations

and simulations. Advice on the use of IT in A Level Physics is printed at the back of the syllabus.

The table of subject content is neither intended to be used as a teaching syllabus, nor to represent ateaching order.

Alterations to the syllabus content are indicated by black vertical lines on both sides of the text.


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4. Syllabus content

4.2.1 AS and A2 Core: Sections IVI inclusive

Section I: General physics

Recommended prior knowledge

Candidates should be aware of the nature of a physical measurement, in terms of a magnitude and a unit.

They should have experience of making and recording such measurements in the laboratory.

1. Physical quantities and units

Content

1.1 Physical quantities

1.2 SI Units

1.3 The Avogadro constant

1.4 Scalars and vectors

Learning outcomes

Candidates should be able to:

(a) show an understanding that all physical quantities consist of a numerical

magnitude and a unit

(b) recall the following SI base quantities and their units: mass (kg),

length (m), time (s), current (A), temperature (K), amount of

substance (mol)

(c) express derived units as products or quotients of the SI base units anduse the named units listed in this syllabus as appropriate

(d) use SI base units to check the homogeneity of physical equations

(e) show an understanding of and use the conventions for labelling graph

axes and table columns as set out in the ASE publication Signs, Symbols

and Systematics(The ASE Companionto 1619 Science, 2000)

(f) use the following prefixes and their symbols to indicate decimal sub-

multiples or multiples of both base and derived units: pico (p), nano (n),

micro (), milli (m), centi (c), deci (d), kilo (k), mega (M), giga (G), tera (T)

(g) make reasonable estimates of physical quantities included within the

syllabus

(h) show an understanding that the Avogadro constant is the number

of atoms in 0.012kg of carbon-12

(i) use molar quantities where one mole of any substance is the

amount containing a number of particles equal to the Avogadro

constant

(j) distinguish between scalar and vector quantities and give examples of

each

(k) add and subtract coplanar vectors

(l) represent a vector as two perpendicular components.


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4. Syllabus content

2. Measurement techniques

Content

2.1 Measurements

2.2 Errors and uncertainties

Learning outcomes


(a) use techniques for the measurement of length, volume, angle, mass,

time, temperature and electrical quantities appropriate to the ranges

of magnitude implied by the relevant parts of the syllabus.

In particular, candidates should be able to:

measure lengths using a ruler, vernier scale and micrometer

measure weight and hence mass using spring and lever balances

measure an angle using a protractor

measure time intervals using clocks, stopwatches and the

calibrated time-base of a cathode-ray oscilloscope (c.r.o.)

measure temperature using a thermometer as a sensor

use ammeters and voltmeters with appropriate scales

use a galvanometer in null methods

use a cathode-ray oscilloscope (c.r.o.)

use a calibrated Hall probe

(b) use both analogue scales and digital displays

(c) use calibration curves

(d) show an understanding of the distinction between systematic errors

(including zero errors) and random errors

(e) show an understanding of the distinction between precision and

accuracy

(f) assess the uncertainty in a derived quantity by simple addition of

actual, fractional or percentage uncertainties (a rigorous statisticaltreatment is not required).


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4. Syllabus content

Section II: Newtonian mechanics


Candidates should be able to describe the action of a force on a body.

They should be able to describe the motion of a body and recognise acceleration and constant speed.

They should be able to use the relationship average speed= distance / time.

3. Kinematics

Content

3.1 Linear motion

3.2 Non-linear motion

Learning outcomes


(a) define displacement, speed, velocity and acceleration

(b) use graphical methods to represent displacement, speed, velocity and

acceleration

(c) find displacement from the area under a velocity-time graph

(d) use the slope of a displacement-time graph to find the velocity

(e) use the slope of a velocity-time graph to find the acceleration

(f) derive, from the definitions of velocity and acceleration, equations that

represent uniformly accelerated motion in a straight line

(g) solve problems using equations that represent uniformly accelerated

motion in a straight line, including the motion of bodies falling in a

uniform gravitational field without air resistance

(h) recall that the weight of a body is equal to the product of its mass and

the acceleration of free fall

(i) describe an experiment to determine the acceleration of free fall using

a falling body

(j) describe qualitatively the motion of bodies falling in a uniformgravitational field with air resistance

(k) describe and explain motion due to a uniform velocity in one direction

and a uniform acceleration in a perpendicular direction.


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4. Syllabus content

4. Dynamics

Content

4.1 Newtons laws of motion

4.2 Linear momentum and

its conservation

Learning outcomes


(a) state each of Newtons laws of motion

(b) show an understanding that mass is the property of a body that

resists change in motion

(c) describe and use the concept of weight as the effect of a gravitational

field on a mass

(d) define linear momentum as the product of mass and velocity

(e) define force as rate of change of momentum

(f) recall and solve problems using the relationship F = ma, appreciating

that acceleration and force are always in the same direction

(g) state the principle of conservation of momentum

(h) apply the principle of conservation of momentum to solve simple

problems including elastic and inelastic interactions between two

bodies in one dimension (knowledge of the concept of coefficient of

restitution is not required)

(i) recognise that, for a perfectly elastic collision, the relative speed of

approach is equal to the relative speed of separation

(j) show an understanding that, while momentum of a system is always

conserved in interactions between bodies, some change in kinetic

energy usually takes place.


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4. Syllabus content

5. Forces

Content

5.1 Types of force

5.2 Equilibrium of forces

5.3 Centre of gravity

5.4 Turning effects of forces

Learning outcomes


(a) describe the forces on mass and charge in uniform gravitational and

electric fields, as appropriate

(b) show an understanding of the origin of the upthrust acting on a body

in a fluid

(c) show a qualitative understanding of frictional forces and viscous

forces including air resistance (no treatment of the coefficients of

friction and viscosity is required)

(d) use a vector triangle to represent forces in equilibrium

(e) show an understanding that the weight of a body may be taken as

acting at a single point known as its centre of gravity

(f) show an understanding that a couple is a pair of forces that tends to

produce rotation only

(g) define and apply the moment of a force and the torque of a couple(h) show an understanding that, when there is no resultant force and no

resultant torque, a system is in equilibrium

(i) apply the principle of moments.


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4. Syllabus content

6. Work, energy, power

Content

6.1 Energy conversion and

conservation

6.2 Work

6.3 Potential energy, kinetic

energy and internal

energy

6.4 Power

Learning outcomes


(a) give examples of energy in different forms, its conversion and

conservation, and apply the principle of energy conservation to simple

examples

(b) show an understanding of the concept of work in terms of the product

of a force and displacement in the direction of the force

(c) calculate the work done in a number of situations including the work

done by a gas that is expanding against a constant external pressure:

W= pV

(d) derive, from the equations of motion, the formula Ek=

1

2

2mv

(e) recall and apply the formula Ek=

1

2

2mv

(f) distinguish between gravitational potential energy, electric potential

energy and elastic potential energy

(g) show an understanding and use the relationship between force andpotential energy in a uniform field to solve problems

(h) derive, from the defining equation W= Fs, the formula Ep = mgh for

potential energy changes near the Earths surface

(i) recall and use the formula Ep = mgh for potential energy changes near

the Earths surface

(j) show an understanding of the concept of internal energy

(k) recall and understand that the efficiency of a system is the ratio of

useful work done by the system to the total energy input

(l) show an appreciation for the implications of energy losses in practical

devices and use the concept of efficiency to solve problems

(m) define power as work done per unit time and derive power as the

product of force and velocity

(n) solve problems using the relationships P= and P= Fv.Wt


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4. Syllabus content

7. Motion in a circle

Content

7.1 Kinematics of uniform

circular motion

7.2 Centripetal acceleration

7.3 Centripetal force

Learning outcomes


(a) express angular displacement in radians

(b) understand and use the concept of angular velocity to solve

problems

(c) recall and use v= r to solve problems

(d) describe qualitatively motion in a curved path due to

a perpendicular force, and understand the centripetal

acceleration in the case of uniform motion in a circle

(e) recall and use centripetal acceleration a= r2, a=

(f) recall and use centripetal force F= mr2, F=mv2

r

v2

r


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4. Syllabus content

8. Gravitational field

Content

8.1 Gravitational field

8.2 Force between point

masses

8.3 Field of a point mass

8.4 Field near to the surface of

the Earth

8.5 Gravitational potential

Learning outcomes


(a) show an understanding of the concept of a gravitational field

as an example of field of force and define gravitational field

strength as force per unit mass

(b) recall and use Newtons law of gravitation in the form

F=

(c) derive, from Newtons law of gravitation and the definition

of gravitational field strength, the equation gGM

r=

2for the

gravitational field strength of a point mass

(d) recall and solve problems using the equation gGM

r=

2for the

gravitational field strength of a point mass

(e) show an appreciation that on the surface of the Earth gis

approximately constant and is called the acceleration of freefall

(f) define potential at a point as the work done in bringing unit

mass from infinity to the point

(g) solve problems using the equation = GMr

for the potential

in the field of a point mass

(h) recognise the analogy between certain qualitative and

quantitative aspects of gravitational field and electric field

(i) analyse circular orbits in inverse square law fields by relating

the gravitational force to the centripetal acceleration it

causes

(j) show an understanding of geostationary orbits and their

application.

Gm1m2

r2


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4. Syllabus content

Section III: Matter


Candidates should be able to describe matter in terms of particles, with a qualitative understanding of

their behaviour.

9. Phases of matter

Content

9.1 Density

9.2 Solids, liquids, gases

9.3 Pressure in fluids

9.4 Change of phase

Learning outcomes


(a) define the term density

(b) relate the difference in the structures and densities of solids, liquids

and gases to simple ideas of the spacing, ordering and motion of

molecules

(c) describe a simple kinetic model for solids, liquids and gases

(d) describe an experiment that demonstrates Brownian motion and

appreciate the evidence for the movement of molecules provided by

such an experiment

(e) distinguish between the structure of crystalline and non-crystalline

solids with particular reference to metals, polymers and amorphous

materials

(f) define the term pressure and use the kinetic model to explain the

pressure exerted by gases

(g) derive, from the definitions of pressure and density, the equation

p= gh

(h) use the equation p= gh

(i) distinguish between the processes of melting, boiling and

evaporation.


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4. Syllabus content

10. Deformation of solids

Content

10.1 Stress, strain

10.2 Elastic and plastic

behaviour

Learning outcomes


(a) appreciate that deformation is caused by a force and that, in one dimension,

the deformation can be tensile or compressive

(b) describe the behaviour of springs in terms of load, extension, elastic limit,

Hookes law and the spring constant (i.e. force per unit extension)

(c) define and use the terms stress, strain and the Young modulus

(d) describe an experiment to determine the Young modulus of a metal in the

form of a wire

(e) distinguish between elastic and plastic deformation of a material

(f) deduce the strain energy in a deformed material from the area under the

force-extension graph

(g) demonstrate knowledge of the force-extension graphs for typical ductile,

brittle and polymeric materials, including an understanding of ultimate

tensile stress.

11. Ideal gases

Content

11.1 Equation of state

11.2 Kinetic theory of

gases

11.3 Pressure of a gas

11.4 Kinetic energy of

a molecule

Learning outcomes


(a) recall and solve problems using the equation of state for an ideal gas

expressed as pV= nRT(n= number of moles)

(b) infer from a Brownian motion experiment the evidence for the

movement of molecules

(c) state the basic assumptions of the kinetic theory of gases

(d) explain how molecular movement causes the pressure exerted by a

gas and hence deduce the relationship pNmV

=1

3< c2 >

(N= number of molecules)

[a rigorous derivation is not required]

(e) compare pV= 13

Nm< c2 > with pV= NkTand hence deduce that the

average translational kinetic energy of a molecule is proportional to T.


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4. Syllabus content

12. Temperature

Content

12.1 Thermal equilibrium

12.2 Temperature scales

12.3 Practical

thermometers

Learning outcomes


(a) show an appreciation that thermal energy is transferred from a

region of higher temperature to a region of lower temperature

(b) show an understanding that regions of equal temperature are in

thermal equilibrium

(c) show an understanding that a physical property that varies with

temperature may be used for the measurement of temperature

and state examples of such properties

(d) compare the relative advantages and disadvantages of resistance

and thermocouple thermometers as previously calibrated

instruments

(e) show an understanding that there is an absolute scale of

temperature that does not depend on the property of any

particular substance (i.e. the thermodynamic scale and the

concept of absolute zero)

(f) convert temperatures measured in kelvin to degrees Celsius and

recall that T/ K = T/ C + 273.15


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4. Syllabus content

13. Thermal properties of materials

Content

13.1 Specific heat capacity

13.2 Specific latent heat

13.3 Internal energy

13.4 First law of

thermodynamics

Learning outcomes


(a) explain using a simple kinetic model for matter why

melting and boiling take place without a change in

temperature

the specific latent heat of vaporisation is higher than specific

latent heat of fusion for the same substance

a cooling effect accompanies evaporation

(b) define and use the concept of specific heat capacity, and identify

the main principles of its determination by electrical methods

(c) define and use the concept of specific latent heat, and identify

the main principles of its determination by electrical methods

(d) relate a rise in temperature of a body to an increase in its internal

energy

(e) show an understanding that internal energy is determined by thestate of the system and that it can be expressed as the sum of a

random distribution of kinetic and potential energies associated

with the molecules of a system

(f) recall and use the first law of thermodynamics expressed in terms

of the increase in internal energy, the heating of the system and

the work done on the system.


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4. Syllabus content

Section IV: Oscillations and waves


Candidates should be able to describe basic wave behaviour, gained through a study of optics. They

should be aware of the basic ideas of reflection and refraction in light.

14. Oscillations

Content

14.1 Simple harmonic

motion

14.2 Energy in simple

harmonic motion

14.3 Damped and

forced oscillations:

resonance

Learning outcomes


(a) describe simple examples of free oscillations

(b) investigate the motion of an oscillator using experimental and

graphical methods

(c) understand and use the terms amplitude, period, frequency, angular

frequency and phase difference and express the period in terms of

both frequency and angular frequency

(d) recognise and use the equation a= 2xas the defining equation of

simple harmonic motion

(e) recall and use x= x0sintas a solution to the equation a= 2x

(f) recognise and use

v= v0cos t, v= )(22

0xx

(g) describe, with graphical illustrations, the changes in displacement,

velocity and acceleration during simple harmonic motion

(h) describe the interchange between kinetic and potential energy

during simple harmonic motion

(i) describe practical examples of damped oscillations with particular

reference to the effects of the degree of damping and the importanceof critical damping in cases such as a car suspension system

(j) describe practical examples of forced oscillations and resonance

(k) describe graphically how the amplitude of a forced oscillation

changes with frequency near to the natural frequency of the

system, and understand qualitatively the factors that determine the

frequency response and sharpness of the resonance

(l) show an appreciation that there are some circumstances in which

resonance is useful and other circumstances in which resonance

should be avoided.


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4. Syllabus content

15. Waves

Content

15.1 Progressive waves

15.2 Transverse and

longitudinal waves

15.3 Polarisation

15.4 Determination of

speed, frequency

and wavelength

15.5 Electromagnetic

spectrum

Learning outcomes


(a) describe what is meant by wave motion as illustrated by vibration in

ropes, springs and ripple tanks

(b) show an understanding of and use the terms displacement, amplitude,

phase difference, period, frequency, wavelength and speed

(c) deduce, from the definitions of speed, frequency and wavelength, the

equation v= f

(d) recall and use the equation v= f

(e) show an understanding that energy is transferred due to a progressive

wave

(f) recall and use the relationship intensity (amplitude)2

(g) compare transverse and longitudinal waves

(h) analyse and interpret graphical representations of transverse and

longitudinal waves(i) show an understanding that polarisation is a phenomenon associated

with transverse waves

(j) determine the frequency of sound using a calibrated c.r.o.

(k) determine the wavelength of sound using stationary waves

(l) state that all electromagnetic waves travel with the same speed in free

space and recall the orders of magnitude of the wavelengths of the

principal radiations from radio waves to -rays.


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4. Syllabus content

16. Superposition

Content

16.1 Stationary waves

16.2 Diffraction

16.3 Interference

16.4 Two-source interferencepatterns

16.5 Diffraction grating

Learning outcomes


(a) explain and use the principle of superposition in simple applications

(b) show an understanding of experiments that demonstrate stationary

waves using microwaves, stretched strings and air columns

(c) explain the formation of a stationary wave using a graphical method,

and identify nodes and antinodes

(d) explain the meaning of the term diffraction

(e) show an understanding of experiments that demonstrate diffraction

including the diffraction of water waves in a ripple tank with both a

wide gap and a narrow gap

(f) show an understanding of the terms interference and coherence

(g) show an understanding of experiments that demonstrate two-source

interference using water, light and microwaves

(h) show an understanding of the conditions required if two-source

interference fringes are to be observed

(i) recall and solve problems using the equation =ax

Dfor double-slit

interference using light

(j) recall and solve problems using the formula dsin= n and describe

the use of a diffraction grating to determine the wavelength of light

(the structure and use of the spectrometer are not included).


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4. Syllabus content

Section V: Electricity and magnetism


Candidates should be aware of the two types of charge, charging by friction and by induction. They

should be able to distinguish between conductors and insulators using a simple electron model.

17. Electric fields

Content

17.1 Concept of an electric

field

17.2 Uniform electric fields

17.3 Force between point

charges

17.4 Electric field of a point

charge

17.5 Electric potential

Learning outcomes


(a) show an understanding of the concept of an electric field as an

example of a field of force and define electric field strength as force

per unit positive charge acting on a stationary point charge

(b) represent an electric field by means of field lines

(c) recall and used

VE= to calculate the field strength of the uniform field

between charged parallel plates in terms of potential difference and

separation( ) calculate the forces on charges in uniform electric fields

( ) describe the effect of a uniform electric field on the motion of charged

particles

(f) recall and use Coulombs law in the form F=Q1Q2

40r2 for the force

between two point charges in free space or air

(g) recall and use E=Q

40r2

for the field strength of a point charge in

free space or air

(h) define potential at a point in terms of the work done in bringing

unit positive charge from infinity to the point

(i) state that the field strength of the field at a point is equal to the

negative of potential gradient at that point

(j) use the equation V=Q

40rfor the potential in the field of a point

charge

(k) recognise the analogy between certain qualitative and

quantitative aspects of electric fields and gravitational fields.


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4. Syllabus content

18. Capacitance

Content

18.1 Capacitors and

capacitance

18.2 Energy stored in a

capacitor

Learning outcomes


(a) show an understanding of the function of capacitors in simple

circuits

(b) define capacitance and the farad

(c) recall and solve problems using C QV

=

(d) derive, using the formula CQV

= , conservation of charge and the

addition of p.d.s, formulae for capacitors in series and in parallel

(e) solve problems using formulae for capacitors in series and in

parallel

(f) deduce, from the area under a potential-charge graph, the

equation W Q V=1

2and hence W C V=

1

2

2.


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4. Syllabus content

19. Current of electricity

Content

19.1 Electric current

19.2 Potential difference

19.3 Resistance and

resistivity

19.4 Sources of

electromotive force

Learning outcomes


(a) show an understanding that electric current is the flow of charged

particles

(b) define charge and the coulomb

(c) recall and solve problems using the equation Q= It

(d) define potential difference and the volt

(e) recall and solve problems using VW

Q=

(f) recall and solve problems using P= VI, P= I2R

(g) define resistance and the ohm

(h) recall and solve problems using V= IR

(i) sketch and explain the I-Vcharacteristics of a metallic conductor at

constant temperature, a semiconductor diode and a filament lamp

(j) sketch the temperature characteristic of a thermistor (thermistors willbe assumed to be of the negative temperature coefficient type)

(k) state Ohms law

(l) recall and solve problems using R=

(m) define e.m.f. in terms of the energy transferred by a source in driving

unit charge round a complete circuit

(n) distinguish between e.m.f. and p.d. in terms of energy considerations

(o) show an understanding of the effects of the internal resistance of a

source of e.m.f. on the terminal potential difference and output power.

L

A


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4. Syllabus content

20. D.C. circuits

Content

20.1 Practical circuits

20.2 Conservation of charge

and energy

20.3 Balanced potentials

Learning outcomes


(a) recall and use appropriate circuit symbols as set out in the ASE

publication Signs, Symbols and Systematics

(b) draw and interpret circuit diagrams containing sources, switches,

resistors, ammeters, voltmeters, and/or any other type of component

referred to in the syllabus

(c) recall Kirchhoffs first law and appreciate the link to conservation of

charge

(d) recall Kirchhoffs second law and appreciate the link to conservation of

energy

(e) derive, using Kirchhoffs laws, a formula for the combined resistance

of two or more resistors in series

(f) solve problems using the formula for the combined resistance of two

or more resistors in series

(g) derive, using Kirchhoffs laws, a formula for the combined resistance

of two or more resistors in parallel

(h) solve problems using the formula for the combined resistance of two

or more resistors in parallel

(i) apply Kirchhoffs laws to solve simple circuit problems

(j) show an understanding of the use of a potential divider circuit as a

source of variable p.d.

(k) explain the use of thermistors and light-dependent resistors in

potential dividers to provide a potential difference that is dependent on

temperature and illumination respectively

(l) recall and solve problems using the principle of the potentiometer as a

means of comparing potential differences.


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4. Syllabus content

21. Magnetic fields

Content

21.1 Concept of

magnetic field

Learning outcomes


(a) show an understanding that a magnetic field is an example of a

field of force produced either by current-carrying conductors or by

permanent magnets

(b) represent a magnetic field by field lines.

22. Electromagnetism

Content

22.1 Force on a current-

carrying conductor

22.2 Force on a moving

charge

22.3 Magnetic fields due

to currents

22.4 Force between

current-carrying

conductors

Learning outcomes


(a) show an appreciation that a force might act on a current-carrying

conductor placed in a magnetic field

(b) recall, and solve problems using, the equation F= BIlsin, with

directions as interpreted by Flemings left-hand rule

(c) define magnetic flux density and the tesla

(d) show an understanding of how the force on a current-carrying

conductor can be used to measure the flux density of a magnetic

field using a current balance

(e) predict the direction of the force on a charge moving in a

magnetic field

(f) recall and solve problems using F= BQvsin

(g) sketch flux patterns due to a long straight wire, a flat circular coil

and a long solenoid

(h) show an understanding that the field due to a solenoid may beinfluenced by the presence of a ferrous core

(i) explain the forces between current-carrying conductors and

predict the direction of the forces

(j) describe and compare the forces on mass, charge and current in

gravitational, electric and magnetic fields, as appropriate.


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4. Syllabus content

23. Electromagnetic induction

Content

23.1 Laws of

electromagnetic

induction

Learning outcomes


(a) define magnetic flux and the weber

(b) recall and solve problems using = BA

(c) define magnetic flux linkage

(d) infer from appropriate experiments on electromagnetic induction:

that a changing magnetic flux can induce an e.m.f. in a circuit

that the direction of the induced e.m.f. opposes the change

producing it

the factors affecting the magnitude of the induced e.m.f.

(e) recall and solve problems using Faradays law of electromagnetic

induction and Lenzs law

(f) explain simple applications of electromagnetic induction.


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4. Syllabus content

24. Alternating currents

Content

24.1 Characteristics of

alternating currents

24.2 The transformer

24.3 Transmission of

electrical energy

24.4 Rectification

Learning outcomes


(a) show an understanding of and use the terms period, frequency,

peak value and root-mean-square value as applied to an

alternating current or voltage

(b) deduce that the mean power in a resistive load is half the

maximum power for a sinusoidal alternating current

(c) represent a sinusoidally alternating current or voltage by an

equation of the form x= x0sint

(d) distinguish between r.m.s. and peak values and recall and solve

problems using the relationship Irms =

2

I0

for the sinusoidal case

(e) show an understanding of the principle of operation of a simple

laminated iron-cored transformer and recall and solve problems

usingp

s

p

s

p

s

I

I

== V

V

N

N

for an ideal transformer(f) show an appreciation of the scientific and economic advantages

of alternating current and of high voltages for the transmission of

electrical energy

(g) distinguish graphically between half-wave and full-wave

rectification

(h) explain the use of a single diode for the half-wave rectification of

an alternating current

(i) explain the use of four diodes (bridge rectifier) for the full-wave

rectification of an alternating current(j) analyse the effect of a single capacitor in smoothing, including

the effect of the value of capacitance in relation to the load

resistance.


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4. Syllabus content

Section VI: Modern Physics


Candidates should be able to describe matter in terms of atoms, with electrons orbiting a positively

charged nucleus. Candidates should have studied some of the material in Section IV.

25. Charged particles

Content

25.1 Electrons

25.2 Beams of charged

particles

Learning outcomes


(a) show an understanding of the main principles of determination

of eby Millikans experiment

(b) summarise and interpret the experimental evidence for

quantisation of charge

(c) describe and analyse qualitatively the deflection of beams of

charged particles by uniform electric and uniform magnetic fields

(d) explain how electric and magnetic fields can be used in velocity

selection

(e) explain the main principles of one method for the determination of

vand em

e

for electrons.


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4. Syllabus content

26. Quantum physics

Content

26.1 Energy of a photon

26.2 Photoelectric

emission of electrons

26.3 Wave-particle duality

26.4 Energy levels in

atoms

26.5 Line spectra

Learning outcomes


(a) show an appreciation of the particulate nature of electromagnetic

radiation

(b) recall and use E= hf

(c) show an understanding that the photoelectric effect provides

evidence for a particulate nature of electromagnetic radiation

while phenomena such as interference and diffraction provide

evidence for a wave nature

(d) recall the significance of threshold frequency

(e) explain photoelectric phenomena in terms of photon energy and

work function energy

(f) explain why the maximum photoelectric energy is independent

of intensity, whereas the photoelectric current is proportional to

intensity

(g) recall, use and explain the significance of hf= + mv12 max

2

(h) describe and interpret qualitatively the evidence provided by

electron diffraction for the wave nature of particles

(i) recall and use the relation for the de Broglie wavelength =h

p

(j) show an understanding of the existence of discrete electron

energy levels in isolated atoms (e.g. atomic hydrogen) and

deduce how this leads to spectral lines

(k) distinguish between emission and absorption line spectra

(l) recall and solve problems using the relation hf= E1

E2

.


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4. Syllabus content

27. Nuclear physics

Content

27.1 The nucleus

27.2 Isotopes

27.3 Nuclear processes

27.4 Mass excess and

nuclear binding

energy

27.5 Radioactive decay

Learning outcomes


(a) infer from the results of the -particle scattering experiment the existenceand small size of the nucleus

(b) describe a simple model for the nuclear atom to include protons, neutrons

and orbital electrons

(c) distinguish between nucleon number and proton number

(d) show an understanding that an element can exist in various isotopic forms,

each with a different number of neutrons

(e) use the usual notation for the representation of nuclides

(f) appreciate that nucleon number, proton number, and mass-energy are all

conserved in nuclear processes

(g) represent simple nuclear reactions by nuclear equations of the form

HOHeN1

1

17

8

4

2

14

7++

(h) show an appreciation of the spontaneous and random nature of nuclear

decay

(i) show an understanding of the nature and properties of -, - and -radiations (+ is not included: - radiation will be taken to refer to )

(j) infer the random nature of radioactive decay from the fluctuations in count

rate

(k) show an appreciation of the association between energy and mass

as represented by E= mc2 and recall and solve problems using this

relationship

(l) sketch the variation of binding energy per nucleon with nucleon

number

(m)explain what is meant by nuclear fusion and nuclear fission

(n) explain the relevance of binding energy per nucleon to nuclear fusion

and to nuclear fission

(o) define the terms activity and decay constant and recall and solve

problems using A = N

(p) infer and sketch the exponential nature of radioactive decay and solve

problems using the relationship x= x0exp(t), where xcould represent

activity, number of undecayed particles or received count rate

(q) define half-life(r) solve problems using the relation = 0.693

1

2

t.


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4. Syllabus content

4.2.2 Applications of Physics: Section VIITeachers will find it helpful to refer to CIE's Applications of Physicsbook when teaching this section. This is

available from the CIE Teacher Support website and from CIE Publications, and provides a guide to the level

of detail required. The Applications of Physics section of the syllabus forms approximately one-eighth of the

A Level material examined.

Section VII: Gathering and communicating information

28. Direct sensing

Content

28.1 Sensing

devices

28.2 The ideal

operational

amplifier

28.3 Operational

amplifier

circuits

28.4 Output devices

Learning outcomes


(a) show an understanding that an electronic sensor consists of a sensing

device and a circuit that provides an output voltage

(b) show an understanding of the change in resistance with light intensity of

a light-dependent resistor (LDR)

(c) sketch the temperature characteristic of a negative temperature coefficient

thermistor

(d) show an understanding of the action of a piezo-electric transducer and itsapplication in a simple microphone

(e) describe the structure of a metal-wire strain gauge

(f) relate extension of a strain gauge to change in resistance of the gauge

(g) show an understanding that the output from sensing devices can be

registered as a voltage

(h) recall the main properties of the ideal operational amplifier (op-amp)

(i) deduce, from the properties of an ideal operational amplifier, the use of an

operational amplifier as a comparator

(j) show an understanding of the effects of negative feedback on the gain of

an operational amplifier

(k) recall the circuit diagrams for both the inverting and the non-inverting

amplifier for single signal input

(l) show an understanding of the virtual earth approximation and derive an

expression for the gain of inverting amplifiers

(m) recall and use expressions for the voltage gain of inverting and of

non-inverting amplifiers

(n) show an understanding of the use of relays in electronic circuits

(o) show an understanding of the use of light-emitting diodes (LEDs) as

devices to indicate the state of the output of electronic circuits

(p) show an understanding of the need for calibration where digital or

analogue meters are used as output devices.


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4. Syllabus content

29. Remote sensing

Content

29.1 Production and use

of X-rays

29.2 Production and use

of ultrasound

29.3 Use of magneticresonance as an

imaging technique

Learning outcomes


(a) explain in simple terms the need for remote sensing (non-invasive

techniques of diagnosis) in medicine

(b) explain the principles of the production of X-rays by electron

bombardment of a metal target

(c) describe the main features of a modern X-ray tube, including

control of the intensity and hardness of the X-ray beam

(d) show an understanding of the use of X-rays in imaging internal

body structures, including a simple analysis of the causes of

sharpness and contrast in X-ray imaging

(e) show an understanding of the purpose of computed tomography

or CT scanning

(f) show an understanding of the principles of CT scanning

(g) show an understanding of how the image of an 8-voxel cube can

be developed using CT scanning

(h) explain the principles of the generation and detection of ultrasonic

waves using piezo-electric transducers

(i) explain the main principles behind the use of ultrasound to obtain

diagnostic information about internal structures

(j) show an understanding of the meaning of specific acoustic

impedance and its importance to the intensity reflection coefficient

at a boundary

(k) recall and solve problems by using the equation I= I0exfor the

attenuation of X-rays and of ultrasound in matter(l) explain the main principles behind the use of magnetic resonance

to obtain diagnostic information about internal structures

(m)show an understanding of the function of the non-uniform

magnetic field, superimposed on the large constant magnetic field,

in diagnosis using magnetic resonance.


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4. Syllabus content

30. Communicating information

Content

30.1 Principles of

modulation

30.2 Sidebands and

bandwidth

30.3 Transmission of

information by digital

means

30.4 Different channels of

communication

30.5 The mobile-phone

network

Learning outcomes


(a) understand the term modulation and be able to distinguish

between amplitude modulation (AM) and frequency modulation

(FM)

(b) recall that a carrier wave, amplitude modulated by a single audio

frequency, is equivalent to the carrier wave frequency together

with two sideband frequencies

(c) understand the term bandwidth

(d) demonstrate an awareness of the relative advantages of AM and

FM transmissions

(e) recall the advantages of the transmission of data in digital form,

compared to the transmission of data in analogue form

(f) understand that the digital transmission of speech or music

involves analogue-to-digital conversion (ADC) on transmissionand digital-to-analogue conversion (DAC) on reception

(g) show an understanding of the effect of the sampling rate and the

number of bits in each sample on the reproduction of an input

signal

(h) appreciate that information may be carried by a number of

different channels, including wire-pairs, coaxial cables, radio and

microwave links and optic fibres

(i) discuss the relative advantages and disadvantages of channels

of communication in terms of available bandwidth, noise, cross-

linking, security, signal attenuation, repeaters and regeneration,cost and convenience

(j) describe the use of satellites in communication

(k) recall the relative merits of both geostationary and polar orbiting

satellites for communicating information

(l) recall the frequencies and wavelengths used in different channels

of communication

(m)understand and use signal attenuation expressed in dB and

dB per unit length


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4. Syllabus content

(n) recall and use the expression numberof dB= 10 lgP

1

P2

( ) for the ratio oftwo powers

(o) understand that, in a mobile-phone system, the public switched

telephone network (PSTN) is linked to base stations via a cellular

exchange

(p) understand the need for an area to be divided into a number of cells,each cell served by a base station

(q) understand the role of the base station and the cellular exchange

during the making of a call from a mobile phone handset

(r) recall a simplified block diagram of a mobile phone handset and

understand the function of each block.


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5. Practical assessment

5.1 IntroductionTeachers should ensure that candidates practice experimental skills throughout the whole period of their

course of study. As a guide, candidates should spend at least 20% of their time doing practical work

individually or in small groups. This 20% does not include time spent observing teacher demonstrations of

experiments.

The practical work that candidates do during their course should aim to:

provide learning opportunities so that candidates develop the skills they need to carry out experimental

and investigative work

reinforce the learning of the theoretical subject content of the syllabus

instil an understanding of the interplay of experiment and theory in scientific method

prove enjoyable, contributing to the motivation of candidates

Candidates experimental skills will be assessed in Paper 31/32 and Paper 5. In each of these papers, the

examiners will not be strictly bound by the subject content of the syllabus in setting questions. Where

appropriate, candidates will be told exactly what to do and how to do it: only knowledge of theory and

experimental skills within the syllabus will be expected.

5.2 Paper 31/Paper 32In some examination sessions, two versions of the Advanced Practical Skills paper will be available, identified

as Paper 31 and Paper 32. Paper 31 and Paper 32 will contain different questions, but will be equivalent in

the skills assessed and in the level of demand. Each candidate should take one of these papers.

Where two versions of the paper are offered, some schools may wish to divide their candidates so that

some are entered for Paper 31 and the others are entered for Paper 32; other schools may wish to enter allof their candidates for the same paper.

Paper 31/32 will be a timetabled, laboratory-based practical paper, focusing on the following experimental

skills:

manipulation, measurement and observation

presentation of data and observations

analysis, conclusions and evaluation

Each paper will consist of two questions, each of 1 hour and each of 20 marks.

The first question will be an experiment requiring candidates to collect data, to plot a graph and to draw

simple conclusions.


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The second question will not require the plotting of a graph. In the second question, the experimental

method to be followed will be inaccurate, and candidates will be required to evaluate the method and

suggest improvements.

The two questions will be set in different areas of Physics. No prior knowledge of the theory will be

required. The areas of Physics will not be confined to the AS subject content, and may relate to A2 topics.

5.2.1 Mark scheme for Paper 31/32Paper 31/32 will be marked using the generic mark scheme below. The expectations for each mark category

are listed in the sections that follow.

Question 1

Skill Breakdown of marks

Manipulation, measurement and

observation

9 marks Successful collection of data 7 marks

Range and distribution of values 1 mark

Quality of data 1 mark

Presentation of data andobservations

7 marks Table of results: layout 1 mark

Table of results: raw data 1 mark

Table of results: calculated quantities 2 marks

Graph: layout 1 mark

Graph: plotting of points 1 mark

Graph: trend line 1 mark

Analysis, conclusions and

evaluation

4 marks Interpretation of graph 2 marks

Drawing conclusions 2 marks

Question 2

Skill Breakdown of marks

Manipulation, measurement and

observation

7 marks Successful collection of data 6 marks

Quality of data 1 mark

Presentation of data and

observations

3 marks Display of calculation and reasoning 3 marks

Analysis, conclusions and

evaluation

10 marks Drawing conclusions 1 mark

Estimating uncertainties 1 mark

Identifying limitations 4 marks

Suggesting improvements 4 marks


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5.2.2 Expectations for each mark category (Paper 31/32)

Manipulation, measurement and observation

Successful collection of data


set up apparatus correctly without assistance from the Supervisor

follow instructions given in the form of written instructions, diagrams or circuit diagrams

use their apparatus to collect an appropriate quantity of data

repeat readings where appropriate

make measurements using common laboratory apparatus, such as millimetre scales, protractors,

stopwatches, top-pan balances, newton-meters, analogue or digital electrical meters, measuring

cylinders, vernier calipers, micrometer screw gauges and thermometers

use both analogue scales and digital displays.

Some candidates will be unable to set up their apparatus without help and may ask for assistance

from the Supervisor. Supervisors will be given clear instructions on what assistance may be given to

candidates, but this assistance should never go beyond the minimum necessary to enable candidates to

take some readings: under no circumstances should help be given with the presentation of data, analysis

or evaluation sections. All assistance must be reported to the examiners, and candidates who require

assistance will not be able to score full marks for the successful collection of data.

Range and distribution of values


make measurements that span the largest possible range of values within the limits either of the

equipment provided or of the instructions given

make measurements whose values are appropriately distributed within this range.

In most experiments, including those involving straight-line graphs, a regularly-spaced set of

measurements will be appropriate. For other experiments, such as those requiring the peak value of a

curved graph to be determined, it may be appropriate for the measurements to be concentrated in one

part of the range investigated. Candidates will be expected to be able to identify the most appropriate

distribution of values.

Quality of data


make and record accurate measurements.

Marks will be awarded for measured data in which the values obtained are reasonable. In some cases,

the award of the mark will be based on the scatter of points on a graph; in other cases, the candidates

data may be compared with information supplied by the supervisor or known to the examiners. The

examiners will only consider the extent to which the candidate has affected the quality of the data:

allowances will be made where the quality of data is limited by the experimental method required or by

the apparatus used.


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Presentation of data and observations

Table of results: layout


present numerical data and values in a single table of results

draw up the table in advance of taking readings so that they do not have to copy up their results

include in the table of results columns for raw data and for values calculated from them

use column headings that include both the quantity and the unit and that conform to accepted

scientific conventions.

As an example of accepted practice in column headings, if the quantity being measured is current in

milliamperes, then I/mA would be the usual way to write the column heading, but I in mA or I (mA)

would be allowed. Headings such as ImA or just mA are not acceptable. The quantity or the unit or

both may be written in words rather than symbols. Conventional symbols or abbreviations (such as p.d.)

may be used without explanation.

Table of results: raw data


record raw readings of a quantity to the same degree of precision.

For example, if one measurement of length in a column of raw data is given to the nearest millimetre,

then all the lengths in that column should be given to the nearest millimetre. The degree of precision

used should be compatible with the measuring instrument used: it would be inappropriate to record a

distance measured on a millimetre scale as 2 cm.

Table of results: calculated quantities


calculate other quantities from their raw data

use the correct number of significant figures for these calculated quantities.

Except where they are produced by addition or subtraction, calculated quantities should be given to the

same number of significant figures (or one more than) the measured quantity of least accuracy. For

example, if values of a potential difference and of a current are measured to 2 and 4 significant figures

respectively, then the corresponding resistance should be given to 2 or 3 significant figures, but not 1

or 4. The number of significant figures may, if necessary, vary down a column of values for a calculated

quantity.


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Graph: layout


plot the independent variable on the x-axis and the dependent variable on the y-axis, except where

the variables are conventionally plotted the other way around

clearly label graph axes with both the quantity and the unit, following accepted scientific conventions

choose scales for graph axes such that the data points occupy at least half of the graph grid in both

x- and y-directions

use a false origin where appropriate

choose scales for the graph axes that allow the graph to be read easily, such as 1, 2 or 5 units to a

2 cm square

place regularly-spaced numerical labels along the whole of each axis.

The accepted scientific conventions for labelling the axes of a graph are the same as for the column

headings in a table of results.

Graph: plotting of points


plot all their data points on their graph grid to an accuracy of better than 1 mm.

Points should be finely drawn with a sharp pencil, but must still be visible. A fine cross or an encircled

dot is suitable; a thick pencil blob is not.

Graph: trend line


identify when the trend of a graph is linear or curved

draw straight lines of best fit or curves to show the trend of a graph

draw tangents to curved trend lines.

The trend line should show an even distribution of points on either side of the line along its whole length.

Lines should be finely drawn and should not contain kinks or breaks.

Display of calculation and reasoningCandidates should be able to:

show their working in calculations, and the key steps in their reasoning

justify the number of significant figures in a calculated quantity.


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Analysis, conclusions and evaluation

Interpretation of graph


relate straight-line graphs to equations of the form y= mx+ c, and hence to derive expressions that

equate to the gradient or the y-intercept of their graphs

read the co-ordinates of points on the trend line of a graph

determine the gradient of a straight-line graph or of a tangent to a curve determine the y-intercept of a straight-line graph or of a tangent to a curve, including where these are

on graphs with a false origin.

When a gradient is to be determined, the points on the line chosen for the calculation should be

separated by at least half of the length of the line drawn.

In cases where the y-intercept cannot be read directly from the y-axis, it is expected that the co-ordinates

of a point on the line and the gradient will be substituted into y= mx+ c.

Drawing conclusions


draw conclusions from an experiment, including determining the values of constants, considering

whether experimental data supports a given hypothesis, and making predictions.

Estimating uncertainties


estimate, quantitatively, the uncertainty in their measurements

express the uncertainty in a measurement as an actual, fractional or percentage uncertainty, and

translate between these forms.

Identifying limitations


identify and describe the limitations in an experimental procedure

identify the most significant sources of uncertainty in an experiment show an understanding of the distinction between systematic errors (including zero errors) and

random errors.

Suggesting improvements


suggest modifications to an experimental arrangement that will improve the accuracy of the

experiment or to extend the investigation to answer a new question

describe these modifications clearly in words or diagrams.

Candidates suggestions should be realistic, so that in principle they are achievable in practice. The

suggestions may relate either to the apparatus used or to the experimental procedure followed.

Candidates may include improvements that they have actually made while carrying out the experiment.The suggested modifications may relate to sources of uncertainty identified by the candidate.


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5.2.3 Administration of the practical testDetailed regulations on the administration of CIE practical examinations are contained in the Handbook for

Centres.

A document called the Confidential Instructionswill be despatched to Centres,

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